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Autism Spectrum Disorders (ASD) Characteristics April 2014IDEA Partnership1.

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Presentation on theme: "Autism Spectrum Disorders (ASD) Characteristics April 2014IDEA Partnership1."— Presentation transcript:

1 Autism Spectrum Disorders (ASD) Characteristics April 2014IDEA Partnership1

2 Development Team The following organizations participated in the development of this presentation: American Association of School Administrators (AASA) American Occupational Therapists Association (AOTA) Autism Society Autism Society of Wisconsin Autism Training Center, Marshall University Council of Administrators of Special Education (CASE) Easter Seals Festiva Educativa Geneva Centre Illinois Autism Training and Technical Assistance Center Kansas Instructional Support Center Long Island Families Together April 2014 IDEA Partnership 2

3 Development Team (cont.) Minnesota Department of Education National Associations of Pupil Service Administrators (NAPSA) National Association of School Psychologists (NASP) Network of Autism Training and Technical Assistance Programs National Education Association (NEA) National Professional Development Center Ohio Center for Autism and Low Incidence (OCALI) Southwest Autism Research and Resource Center Technical Assistance Coordination Center (TACC) Vocational Evaluation and Career Assessment Professionals Association (VECAP) 3 April 2014 IDEA Partnership

4 Belief Statements… All individuals with ASD can learn. Each individual with ASD is unique, and thus needs an individually-designed program. Early identification, followed by early intervention, can improve outcomes. Programs are more effectively designed and delivered when families, schools and other providers are working well together and achieving consensus. April 2014 IDEA Partnership 4

5 ASD Definition IDEA 04 "Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. 34 CFR Section 300.8 (c)(1)(i-iii) April 2014 IDEA Partnership 5

6 This Overview Includes a Brief Discussion of: Prevalence and Diversity of ASD Perception Self-Regulation Problem-Solving Potential/Outcomes April 2014 6 IDEA Partnership

7 ASD prevalence in the US is.... 1 in 68 children 5 times more common among boys than girls Majority (69%) of children identified with ASD did not have an intellectual disability U. S. Centers for Disease Control and Prevention (CDC) Reports March 28, 2014 April 2014 IDEA Partnership 7

8 ASD is … a "spectrum disorder" that affects individuals differently and to varying degrees. April 2014 IDEA Partnership 8

9 Diversity of Individuals with ASD April 2014 IDEA Partnership 9

10 This Is Autism … April 2014IDEA Partnership10

11 … And This Is Autism April 2014IDEA Partnership11

12 Perceive and Process the World Differently Individuals with ASD can be visual thinkers and communicators Visual may be their first language April 2014 IDEA Partnership 12

13 Self-Regulation Individuals with ASD may have challenges in recognizing and changing their own emotional states Instruction in recognizing feelings in self and strategies to self-calm can create the desire to self-manage April 2014 IDEA Partnership 13

14 Problem-Solving Areas related to self-determination are often challenges for individuals with ASD  Problem-solving  Decision making Direct instruction can be used to teach these skills April 2014 IDEA Partnership 14

15 Children do not "outgrow" autism, but… studies do show that early diagnosis and intervention lead to significantly improved outcomes. April 2014 IDEA Partnership 15

16 Potential Individuals with ASD have limitless potential Their potential is limited by our ability to teach April 2014 IDEA Partnership 16

17 Reaching Potential Several strategies that are effective for individuals with ASD have been identified through research  We know what to do  We know how to measure the effectiveness of the strategies April 2014 IDEA Partnership 17

18 Critical to ASD -- Beneficial to All Individuals with ASD are each unique and have myriad challenges and strengths  Research has shown that what is critical for children with ASD benefits all children: Interventions/strategies Collaboration Teaming/co-planning April 2014 IDEA Partnership 18

19 Shifts in Thinking… Over the last 30 years, how we address the needs of ASD students has evolved – we have changed our thinking on how we teach and how children learn. These discoveries have resulted in changes in educational laws and practices. April 2014 IDEA Partnership 19

20 IDEA 04 34 CFR Section 300.1 Purpose To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs, and prepare them for further education, employment and independent living... April 2014 IDEA Partnership 20

21 Ultimate Outcome At every stage of their life, persons with ASD should be provided the opportunity to build the skills and relationships necessary to participate and engage in activities that maximize quality of life. To that end, self regulation, self determination, the development of knowledge, skills and their application are critical to positive outcomes. To maximize the quality of life for persons with ASD, maximizes the quality of life for their families and communities. April 2014 IDEA Partnership 21

22 Reflections! Questions? Discussion. April 2014 IDEA Partnership 22

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